"I agree,i like that.But,hope you got a football helment."
Yeah, ubc, I got the armor on. I started catching it from music teachers when I was in the 6th grade, for making sounds that "were not written on the paper." And, I mean, in the 1950's some serious scolding, no joke.
Take Amazing Grace. I key of Dmaj, one way to play it would be:
one, two, A (a) / maz (d) ing (e) / grace (f#) how (e) /
sweet (d) the (b) / sound (a) that (a) / saved (d) a (e) /
wretch (f#) like (g) / me (a)
If we play it in 3/4 alternating half notes with whole notes,
that's eight bars, I think, with a chord change to Gmaj on
"sweet the" and back to Dmaj on "sound," resolving with a
chord change to Amaj on "me," which is held until the round
starts again, with the "I (a) once was lost"
A jazz player would say the melody starts 5 - 1 - 4 - 3
referring to the positions of the notes in the Dmaj scale,
meaning, the first note, the "a" in "a-maz-ing," which happens
to be an A note, is the 5 note on the scale, and also the
top of the Dmaj chord, DF#A.
As soon as we start seeing things like this and start thinking
a little differently about it, we start to move away from
music being a matter of seeing the note on the paper and
playing it at the right time.
Note that we change key to Gmaj for "sweet the" which is a
D note B note combination, the 5 and the 3 of the G scale,
or, the top and middle of the G chord, which is GBD.
I might be saying that music theory comes into play
as much as sight reading, which can become mechanical
if you don't watch it.
UBC, when you play or sing, I want to hear "you" playing
or singing. Agreed, not everyone feels this way.